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Here is the main differences between internet-based material and textbook material:
Table 1. The Main Differences between Internet-Based Material and Textbook Material
No. Aspects
Internet-Based Material
Textbook Material
1. Source
Internet Books
2. Time
Long time Efficient
3. Theme
More interesting Tends to be the same
4.
Orientation
High motivation Low motivation
5. Range
Unlimited Limited
6. Effect
Give more stimulation to the students
Give less stimulation to the students
7. Student’s Attitude
More positive Less positive
8. Teacher’s Preparation
More preparation Less preparation
9. Completion
Summaries and Review Questions
Does not exist Exist
10. Planning Courses
Not provided Provided
D. Learning Motivation
1. The Definitions of Learning Motivation
Motivation is one of the most influencing factors in learning English. Boekaerts 2002: 6 in her book
Motivation to Learn
define as follows: In the last forty years, researchers have studied student motivation and
have learned a great deal about 1 what moves students to learn and the quantity and quality of the effort they invest; 2 what choices students
make; 3 what makes them persist in the face of hardship; 4 how student motivation is affected by teacher practices and peer behavior; 5 how
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motivation develops; 6 how the school environment affects it. Most of the motivation research focused on well-adjusted students who are
successful in school. However, successful students differ from their less- successful peers in many ways. For example, they often have clear ideas of
what they want and do not want to achieve in life. Moreover, they perceive many learning settings as supportive of their own wishes, goals and needs,
and react positively to the teacher’s motivational practices.
Furthermore, Collins English Dictionary and Thesaurus 2009 in http:reversodictinaryCollins_Dictionary_Thesaurus?_MOTIVATION.htm
shows the definitions of motivation are the following: a. The act or an instance of motivating;
b. Desire to do; interest or drive; c. Incentive or inducement;
d. Psychol the process that arouses, sustains, and regulates human and animal behavior.
Brown 2000: 160 says that motivation is the most frequently used catch- all term for explaining the success or failure of virtually any complex task.
Moreover, Brown 2000: 162 defines motivation as something that can, like self- esteem, be global, situational, or task oriented. Another opinion about motivation
is coming from Beck 1990: 28. He defines that motivation is a psychological aspect dealing with behavior differences among individual from time to time. It is
a process to push someone to act based on a certain objective. Besides, Roestiyah explains that motivation can be effective and efficient
to the students provided the teacher really understands “5W”. Firstly, what is meant by motivation. It is a kind of spirit from the teacher to the students so that
they can do something to achieve the goal. Secondly, why students need to be
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motivated. The teacher needs to motivate the students in order that they can reach their goal. Thirdly, who motivates means that it can be anyone to motivate the
student. Fourthly, when we motivate the students, actually, we can motivate others anytime. Lastly, where we motivate the students, it means it will be better
for them to be motivated in schools 1986: 90. Henson and Eller 1997: 371 in
Educational Psychology for Effective Teaching
explain that motivation is a way of explaining how people aroused by an event, how they direct their behavior toward the event, and how they sustain that
behavior for lengths of time. In other words, motivation deals with why individuals get interested and react to those that get their attention. Motivational
beliefs help students from an intention to learn. Moreover, they also explain that individuals who are very interested and pay particular attention to certain events
will involve whole-heartedly in those events and if they do so they will have an intention to learn more and more. Students can be motivated to perform well
because of factors such as interest, curiosity, the need to obtain information or solve a problem, or the desire to understand.
Elliot, et al. 2000: 332 in
Educational Psychology: Effective Teaching, Effective Learning
, define motivation as internal state that arouses us to action, pushes us in particular directions and keeps us engaged in certain activities. They
also state that motivation is an important psychological construct that affects learning and performance in at least four ways. They are:
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a. Motivation increases an individual’s energy and activity level Pintrich, Marx,
Boyle, 1993. It influences the extent to which an individual is likely to engage in a certain activity intensively or half heartedly.
b. Motivation directs an individual toward certain goals Eccles Wigfield,
1985. Motivation affects choices people make and the results they find rewarding.
c. Motivation promotes initiation of certain activities and persistence in those
activities Stipek, 1998. It increases the livelihood that people will begin something on their own, persist in the face of difficulty, and resume a task
after a temporary interruption. d.
Motivation affects the learning strategies and cognitive process an individual employ Dweck Elliot, 1983. It increases the livelihood that people will
pay attention to something, study, and practices it, and tries to learn it in a meaningful fashion. It also increases the likelihood that they will seek help
when they encounter difficulty. Meanwhile, Wahyuni 2008: 60 propounds that there are three key factors
that lead to construct the definition of learning motivation. The key factors are: firstly, motivation is a state of either cognitive or emotion; secondly, motivation
leads to real action through intellectual andor physical effort; and lastly, motivation is intended to reach out or seek the goal that has been set up previously
before learning process is started. In addition, she 2008: 60-61 also defines as follows:
…. as a state of either cognitive capturing knowing the goal of learning, having inconsistencies between prior knowledge and the subject will be studied,
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and having self-determination and self control on subject will be studied, or affective capturing having expectation on the subject will be studied, having
curiosity of something new, and having interest on the subject will be studied, that leads to real action to reach out or to seek goal that has been set up previously
before learning process is started through intellectual andor physical efforts.
Seeing the explanation above, the writer assumes that learning motivation is an internal process to make a person moves to a goal. Motivation, like
intelligence, cannot be directly observed. Motivation can only be inferred by noting a person’s behavior, a type of movement as a part of process of taught,
desire, emotion, need, interest, curiosity, and psychology aspects. In reading process, motivation means all of the energy and a mental power happening as a
way of how people or individuals move their behavior to reach their goal, that is get the ideas, strategies, and message from the author. In short, the readers try
their best to get the meaning of a text as the readers’ creativity.
2. The Theory of Motivation
